Academic literature on the topic 'Outdor recreation for children'

The objective of this study was to investigate the relationship between parental attitudes toward nature and their child's outdoor recreation and how these attitudes related to their reports of their child's health problems. The sample for this study consisted of parents of 6- to 13-year-old children from the United States, who accessed the survey from an informational website for gardeners between Mar. and Aug. 2009. Surveys were collected until 142 completed questionnaires were received. The online survey included questions about parents' attitude toward nature, parents' attitudes toward their child's outdoor recreation, an inventory of potential children's health problems, the time children spent in various indoor and outdoor activities, and demographic questions. Descriptive statistics were used to tabulate mean scores on the parental attitude toward nature (PAN) scale and parental attitude toward their child's outdoor recreation (PACOR) scale, both of which indicated overall positive views. Pearson's product–moment correlations indicated statistically significant relationships between the PAN scale, the PACOR scale, and time children spent outdoors. Relationships between time spent indoors on video games or watching television and health problems in children were identified. Time spent outdoors in free play was inversely related to reports of health problems in children.

Little is known regarding the significance for local people of peri-urban national parks as recreational areas. The main goal of the present article is to evaluate the social impact and importance of peri-urban parks for visitors as a green space for outdoor recreation. For this investigation on-site, face-to-face interviews were conducted. The main reason for visiting NP are: “to be near to nature” (64.71%), “to practice sport” (58.09%) and “relaxing” (43.38%). Spending time in NP is considered by most interviewed people to be of crucial importance both for physical (96.32%) and for mental (83.82%) health. It should be noted that high frequency of park visits was reported only by young, employed and well-educated people. Data collected shows that park management plan should encourage low-income groups (unemployed and elderly) to use outdoor recreation as a part of preventive healthcare. The access for older adults, people with disabilities and children to the park should be facilitated. Services like access to clean water, toilets and seating places must be improved. The data from the authors' survey could be useful for the peri-urban national parks development as green spaces for promoting health among all demographic groups of local inhabitants.

The purpose of this study was to determine the effective factors of people choosing outdoor recreation areas, which is belonging to local government in Elazıg Province Center, for feel comfortable in social, cultural and physiological aspects where they can evaluate their free time and benefit from different purposes according to different variables.The sample group of the study consisted of 232 persons, 106 male and 126 female, selected randomly using recreational areas of local governance in Elazıg province center. The data were obtained by participation preference factors for use of recreation area survey which consist 24 questions and 5 sub-dimensions that developed by Gümüs H. and Alay Özgül S. (2017) with face to face survey application method.The data obtained from the study were analyzed using the SPSS 22 packet program. The normality test has been done so that analyzes can be done correctly. According to this, Kruskal-wallis was used in multiple groups in the analysis of data which not normal distribution and Mann Whitney-u Test was applied to determine the group which the difference occurred. In the analysis of normal distribution data, anova in multiple groups and independent samples t test in binary groups were applied. Significance level was accepted as p<0.05. There was a statistically significant difference between participants who are married and have children, who perform sports 3-4 days a week and who state their health status as good and good and sport diversity, personnel and activity sub-dimensions of the scale (p<0.05). There was no statistically significant difference between the private vehicle ownership variable and participation preference for recreation areas scale (p>0, 05).It was determined that, for participants who married and with children, it is effective that there is playground for children in the recreational areas, the individuals who are good and very good health status are influenced by the sport diversity, activity and personnel situation in choosing these areas, private vehicle ownership is not that important for choosing these areas.

The Student Recreation Center provides a state-of-the-art facility and a comprehensive recreation program for students, faculty, staff, alumni, and spouses. It aids in the education and development of the whole person and serves as a place of employment for students. More than just a place to exercise, the recreation center also serves as a venue for education: users develop positive self-esteem, enhance their social relationships, and improve their interpersonal skills. The recreation center provides a unique site for programs and activities aimed at meeting the needs, interests, and expectations of a diverse community. Opportunities for interaction, collaboration, and unification are essential if campuses are to develop a sense of community. Reports from the Carnegie Foundation for the Advancement of Teaching and the Wingspread Group on Higher Education serve to challenge university administrators in their struggle to create a sense of community. In as much as campus recreation centers have the capacity to engage members of the campus community in exciting, creative, and unique experiences they can provide the means to attract diverse populations. Often open 16–18 hours each day, there is no other single facility on a college campus that can provide as many varied activities with such wide appeal. Conventional programs such as intramurals, sport clubs and aerobics programs serve individuals in a variety of sports and recreational activities from basketball to scuba diving. Wellness programs offer health and educational services and outdoors recreation programs provide opportunities to develop skills for life-long enjoyment. Student recreation centers can serve as sites for day camp programs for children. Community members at large receive passes at nominal fees when student enrollment declines during the summer months. Recreation centers provide opportunities for students to interact with one another, as well as other sectors of the community. Research shows that this aids in both recruitment and retention. University administrators must continue their efforts to foster student learning and personal development. Student recreation centers can contribute significantly to that end by providing the facilities, programs, services and personnel to help meet those challenges.

In recent years worldwide interest has arisen in developing “child-friendly cities”, but research into this issue has so far not being carried out in Poland. Over the past decades one can observe a visible change which has taken place in the relationship between children and their living environment. In the many Polish cities (like in all industrialized countries) increased road traffic, pollution and crime, fragmentation of urban fabric, reduction of green public areas – resulted in rather ‘non child friendly’ environment. Although a child can play anywhere, carefully planned playgrounds are widely considered as an essential part of children's leisure and education. Today in Warsaw playgrounds could be found in a variety of settings as housing estates, recreation public areas, urban parks, schools, churches, community centres and commercial establishments as restaurants and hotels. But one can notice that demand for outdoor recreation shows signs of stopping, despite the efforts to supply much more sophisticated equipment. The aim of our research was to seek an answer for question how could we create an environment that meets a child's needs? Which factors determine child-friendly environment? In the course of our research project selected children's playgrounds in Warsaw were surveyed, undertaken on specific themes, such as: facilities, safety, pressures for change, popularity of sites, proposed strategy of renewal (with playground users interviewed). We were interested both in the children and their caregivers diversifying preferences, their expectations of outdoor recreation infrastructure and management improvements. As at present in Warsaw live as much as 5 528 disabled children therefore emphasis has been also placed on disabled children, their everyday access possibilities to public play space.

Background:To better measure physical activity (PA) in outdoor environments, McKenzie and colleagues developed the System for Observing Play and Recreation in Communities (SOPARC). However, previous SOPARC research has focused on adults, seniors, teens and children. One avenue for extending this work is to expand the child age group code to capture important nuances that can influence children's PA and their environments. This study reports on the reliability of a measure designed to account for PA in parks among children in different childhood age groups.Methods:Three groups were developed: 0 to 5 years old (Young Children); 6 to 12 (Middle Childhood) and 13 to 18 (Older Children) based on Erikson's stages of child development. Data were obtained by direct observation in 3 neighborhood parks in Raleigh, NC and 20 neighborhood parks in Durham, NC.Results:Kappa coefficients showed high agreement for all age group, gender, and PA codes. For the 3 assessments, the results show that the 3 age group category exhibit acceptable reliability for measuring PA in parks among children.Conclusions:The reliability of measuring PA among children by segmenting children by 3 age groups was established. This approach is recommended for future studies of PA among children in parks and other outdoor environments.

Purpose: This study investigated the relationship between outdoor time and physical activity (PA), sedentary time (SED), and body mass index z scores among children from 12 lower-middle-income, upper-middle-income, and high-income countries. Methods: In total, 6478 children (54.4% girls) aged 9–11 years participated. Outdoor time was self-reported, PA and SED were assessed with ActiGraph GT3X+ accelerometers, and height and weight were measured. Data on parental education, neighborhood collective efficacy, and accessibility to neighborhood recreation facilities were collected from parent questionnaires. Country latitude and climate statistics were collected through national weather data sources. Gender-stratified multilevel models with parental education, climate, and neighborhood variables as covariates were used to examine the relationship between outdoor time, accelerometry measures, and body mass index z scores. Results: Each additional hour per day spent outdoors was associated with higher moderate- to vigorous-intensity PA (boys: +2.8 min/d; girls: +1.4 min/d), higher light-intensity PA (boys: +2.0 min/d; girls: +2.3 min/d), and lower SED (boys: −6.3 min/d; girls: −5.1 min/d). Effect sizes were generally weaker in lower-middle-income countries. Outdoor time was not associated with body mass index z scores. Conclusions: Outdoor time was associated with higher PA and lower SED independent of climate, parental education, and neighborhood variables, but effect sizes were small. However, more research is needed in low- and middle-income countries.

The objective of this study was to investigate the presence of Cryptosporidium and Giardia in different recreational water bodies in Belgium and to estimate the infection risk associated with swimming and other recreational activities. Cryptosporidium oocysts and/or Giardia cysts were detected in three out of 37 swimming pools, seven out of 10 recreational lakes, two out of seven splash parks and four out of 16 water fountains. In the swimming pools no infection risk for Cryptosporidium could be calculated, since oocysts were only detected in filter backwash water. The risk of Giardia infection in the swimming pools varied from 1.13 × 10−6 to 2.49 × 10−6 per swim per person. In recreational lakes, the infection risk varied from 2.79 × 10−5 to 5.74 × 10−5 per swim per person for Cryptosporidium and from 7.04 × 10−5 to 1.46 × 10−4 for Giardia. For other outdoor water recreation activities the estimated infection risk was 5.71 × 10−6 for Cryptosporidium and 1.47 × 10−5 for Giardia. However, most positive samples in the recreational lakes belonged to species/genotypes that are either animal-specific or predominantly found in animals. No Cryptosporidium was found in splash parks and water fountains, but the presence of Giardia cysts suggests a risk for human infection. The infection risk of Giardia infection during a 3.5-minute visit to a splash park for children equalled 1.68 × 10−4.

The purpose of this study was to develop an instrument to measure parental attitude toward nature (PAN) and parental attitude toward their child's outdoor recreation (PACOR) to allow researchers to better understand the factors influencing children's outdoor recreation and suggest programs for changing the recent decline in outdoor activity in children. The construction of this instrument followed the Dillman method of constructing survey instruments to improve response rates and to ensure higher quality results. Two scales were developed in three phases. In the first phase, an initial set of instrument questions were developed by adapting questions from previous research. The accumulated questions were then pilot tested and revised based on feedback and reliability. Each inventory was then tested following Dillman's four stages of survey pretest procedures: stage 1—review by knowledgeable colleagues and analysts, stage 2—interviews to evaluate understanding of instructions and questions, stage 3—pilot testing, and stage 4—a final check. The final Cronbach's alpha reliability analyses of the PAN scale and the PACOR scale indicated high levels of internal consistency. The number of questions was reduced following the results of an “alpha if item deleted” tool within SPSS statistical analysis software to improve internal consistency and to reduce load on participants.

Engaging children in natural settings enhances learning and promotes development while utilizing protected natural areas. However, many schoolchildren, especially from economically disadvantaged areas, lack support for environmental education (EE) to develop skills and attitudes to increase rates of appropriate, resource-protective behaviors. This causes resource degradation wherever children visit protected natural areas. Improved EE should reduce the amount of resource degradation when children visit natural settings. This project proposes a model program of replicable, low–cost, widely accessible critical thinking activities and materials designed to directly address this problem. The Girl Scouts of Southern Illinois, Camp Ondessonk, and Crab Orchard National Wildlife Refuge were partners in this project. The objectives were to create, test, evaluate, and disseminate tools for teachers in the form of a pre–visit program with three specific engagement methods to engage children in activities that cultivate critical thinking and encourage resource–appropriate behaviors. Original activities involving a discussion–based journal, handmade wristband, and interactive games were conducted during small–group interactive workshops at Camp Cedar Point in Makanda, Illinois and Camp Ondessonk in Ozark, Illinois (n=225). Pre/post program evaluations were administered, and camper behavior on a hike was observed. It was hypothesized that campers would shift towards a more pro–environmental attitude and exhibit lower rates of depreciative behaviors after any combination of activities than the control group of campers, and that a combination of all three methods of engagement would be the most effective approach in reducing depreciative behavior and changing attitudes towards resource protection, by addressing multiple motivations. The most effective combination of activities in changing attitudes was found to be the journal and games (p<0.01), although all combinations of the program activities resulted in attitude scores that were higher than the initial score (p<0.01). There was no significant change in behavior between treatments or between the control group and treatments. Possible causes and other considerations are discussed, including recommendations for future research on the effect of adult behavior modeling, reminders, and factors such as weather, gender, and group size on the depreciative rates of children. The activities will be combined into a PDF packet for distribution to teachers by land managers and environmental educators in the area.

Thesis (Ph.D.)--Antioch University New England, 2010.
Title from PDF t.p. (viewed July 22, 2010). "A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Environmental Studies at Antioch University New England (2010)."--from the title page. Advisor: Heidi Watts Includes bibliographical references (p. 218-226).

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This study sought to investigate how children live and construct their infant cultures at school through play, and understand in which manner the teachers establish their teaching practices in these social and cultural relationships. This investigation contemplates the studies into children as a theoretical mosaic constructed historically to understand and discipline the child, in which it is possible to find the echoes of the theories and conjectures constructed in the past that, in relation to the child’s imagination, provide information that modern society was able to subtract the creative imagination and its spaces for participation, in the way it ended up being submitted to the control of adults and a rigid, suffocating, disciplinary program, in daily school life. Such truths about children and infancy repeat themselves, however they have transformed themselves because starting from the understanding of the architects of the Sociology of Infancy, among those such as Allison James and Alan Prout, 2003/2004; Corsaro,1997; Delgado and Müller, 2005; Manson 2001; Pinto and Sarmento, 1999; Saramago, 2000; Wajskop, 1999, the child, in current scientific works, has assumed a role as the subject of in these spaces, and strengthening the space of the protagonist in the socio-cultural constructions, with his or her peers as well as family relationships, as well as in the self-determination and alterity or even in what is considered giving the child a voice. Starting from these suppositions, this study is organized via three themes: The concept of the child and infancy and the relationship with play; Play in infancy in school; Play in regard to pedagogical practices. From these analyses, this study looked at analyzing the construction of these relationships that are established between the production of play culture and pedagogical practices elaborated by the teachers, seeking to understand the conceptions of infancy, play and school. For this objective to be reached, four specific objectives were established which discussed the identification of the conceptions of the teachers about infancy in school aspects; the identification of the social and educational relationships of children in the school through play; analysis of the academic works on infancy in contemporary society; as well as the identification of the games most used in schools. The survey was carried out at the Vila da Felicidade Municipal School, whose unusual location on the west side of Manaus in the Mauzinho district close to the CEASA port, made it possible to analyse different infantile manifestations because of the geographic location of the community where the school is located which permits an intimate relationship with the Solimões river and the communities on the other side of the river. This relationship is also present in the fabric of the classroom because there are students that live in the Catalão community which cross the river every day to study and share their experiences, stories and infancy with the children from this side of the river. The subjects of the survey were 147 students of the school and their respective teachers. The teachers and the students were considered collective subjects. The method consisted of participant observation of the leisure times and spaces with an ethnographic register in the field notebook. Training sessions and debates were carried out with the teachers so that they could discuss themes such as how the school figures as a play space; play as an educational strategy and the experiences of play between teacher and student. The observations of the leisure space at Vila da Felicidade, the patio, doesn’t provide the desirable material conditions necessary for the development of play activities, leisure or games and only five types of games were recorded: policeman and thief; soccer; hide and seek; dodge ball; and play house which are developed from the child’s imagination. Through the arguments presented, it is possible to deduce ways to comprehend the capacity for play that are natural, unmentioned by the teachers, in which roles should be assumed in relation to their constitution and development. It was observed that all of the empirical elements available led us to believe that the sessions have little or no impact on the ways that the teacher analyses the inclusion of play activities in daily school life. It was possible to comprehend that despite the scientific and academic comprehension of the teachers about play and its representations in the pedagogical work classically linked to prioritizing reading, writing, math activities, systematic investments in school notebooks, regular homework, report cards, which make up the obligatory part of the educational system for the parents has made teaching practice difficult to change in regard to play and infant culture. Emphasize the inter-relations between culture and cognition, the interlinking of socio-cultural processes put into action while playing and those demanded in the practices of the production of narratives, in the process of elaborating scientific concepts, can be configured as a promising strategy in order to bring the parents closer to a more conscious position about the importance of innovations in school culture. Certainly, it’s not just up to the teacher to create these arguments working alone. It must be understood that everyone, committed to the construction of a school and infancy of high quality, must be involved in this process, above all in what we refer to as the proposition of the theme in the areas of teaching training.
Investigar como as crianças vivem e constroem suas culturas de infância na escola a partir do brincar, buscando compreender de que modo os professores estabelecem suas práticas pedagógicas nessas relações sociais e culturais. Esta investigação compreende os estudos sobre a criança como um mosaico teórico construído historicamente para compreender e disciplinar a criança, no qual é possível encontrar ecos das teorias e conjecturas construídas no passado que, relativo ao aspecto imaginativo da criança, fornece informações de que a modernidade foi capaz de subtrair a imaginação criadora e seus espaços de participação, na medida em que terminou por submetê-la aos dispositivos de controle dos adultos e a um programa disciplinar rígido e sufocante, no seu ritmo cotidiano escolar. Tais verdades sobre a criança e sua infância se repetem, no entanto, têm se transformado, pois a partir da compreensão dos arquitetos da Sociologia da Infância, dentre eles Allison James e Alan Prout, 2003/2004; Corsaro,1997; Delgado e Müller, 2005; Manson 2001; Pinto e Sarmento, 1999; Saramago, 2000; Wajskop, 1999, a criança tem assumido, nas produções científicas atualmente, o papel de sujeito nesses espaços, e fortalecendo o espaço de protagonista nas construções socioculturais, tanto entre seus pares quanto nas relações geracionais, bem como na autodeterminação e na alteridade ou mesmo no que se considera dá voz à esta criança. Partindo desses pressupostos, esta pesquisa organiza-se a partir de três temas: O conceito de criança e infância e sua relação com o brincar; O brincar na infância nos espaços escolares; O brincar enquanto práticas pedagógicas. Partindo desses eixos de análise, esta pesquisa objetivou analisar a construção das relações que se estabelecem entre a produção da cultura lúdica e as práticas pedagógicas elaboradas pelos professores, buscando compreender as concepções de infância, brincar e a escola. E para que este objetivo possa ser alcançado estabeleceram-se quatro objetivos específicos cujos conteúdos versavam sobre a identificação das concepções do professor sobre a infância nos aspectos escolares; a identificação das relações sociais e educativas das crianças na escola através de suas brincadeiras; o levantamento da produção acadêmica sobre a infância na sociedade contemporânea; bem como a identificação das brincadeiras mais utilizadas na escola. A pesquisa teve como lócus a Escola Municipal Vila da Felicidade, cuja localização peculiar, na Zona Leste da Cidade de Manaus, no Bairro do Mauazinho, próximo ao Porto da Ceasa, possibilita a analise de diferentes manifestações infantis tendo em vista essa localização geográfica da comunidade onde a escola se encontra permitir uma intima relação com o Rio Solimões e com as comunidades situadas na outra margem, essa relação também está presente no tecido da sala de aula, pois há alunos que moram na Comunidade do Catalão, e que todos os dias cruzam o Rio para estudar e partilhar suas vivencias, histórias e infâncias com as crianças da outra margem do rio. Os sujeitos observáveis da pesquisa foram as crianças, totalizada em 147 alunos da escola, e os respectivos professores destas crianças, tanto as crianças quantos os professores foram considerados como sujeitos coletivos. O método consistiu na observação participante dos tempos e espaços de lazer, com o registro etnográfico em caderno de campo. Com os professores foram realizadas sessões de formação e debate a fim de que os mesmos possam discutir temas como a escola enquanto espaço para brincadeiras; o brincar enquanto estratégia educacional e as vivências das brincadeiras entre crianças e professores. O pátio, enquanto espaço para observação dos momentos de lazer das crianças da escola, não fornecia as condições materiais desejáveis para o desenvolvimento de atividade lúdicas, jogos e brincadeiras, mais elaboradas, e, por isso, foram registradas apenas 05 (cinco) tipos de brincadeiras: a brincadeira de polícia e ladrão, o jogo de futebol, as manjas variadas, cemitério e o jogo de casinha, o qual se desenvolve a partir da produção do imaginário da criança ao brincar. Pelas argumentações apresentadas pôde-se deduzir várias formas de compreensão sobre a capacidade de brincar que tendem para a sua naturalização, na medida em que o professor não mencionam – de modo mais preciso – qual papel deveriam assumir em relação a sua constituição e desenvolvimento. Observou-se que todos os elementos empíricos de que se dispõe induzem a concluir que as sessões tiveram pouco, ou possivelmente nenhum, impacto sobre os modos como, corriqueiramente, o professor analisa a inclusão de atividades lúdicas no cotidiano escolar, foi possível compreender que, apesar da compreensão acadêmico-científica dos professores sobre o brincar, as suas representações sobre o trabalho pedagógico, classicamente ligadas à priorização de atividades de leitura, escrita e cálculo, investimentos sistemáticos em produções nos cadernos escolares, envio regular de tarefas para casa, avaliações da aprendizagem formalizadas em boletins, as quais se configuram enquanto exigência do sistema de ensino e dos pais e/ou responsáveis tem dificultado a flexibilização da prática pedagógica em torno da ludicidade e valorização das culturas infantis. Enfatizar as inter-relações entre a cultura e cognição, o imbricamento entre os processos socioculturais colocados em ação no brincar e os exigidos nas práticas de produção de narrativas, no processo de elaboração de conceitos científicos, pode se configurar uma estratégia promissora para aproximar os familiares de uma posição mais consciente sobre a importância destas inovações na cultura escolar. Certamente, também, não cabe ao professor elaborar estes argumentos num trabalho solitário. Entende-se que todos, comprometidos com a construção de uma infância e de uma escola de qualidade, devem estar implicados neste processo, sobretudo no que se refere à proposição do tema nos espaços de formação docente.

The purpose of this study was to provide insight into the factors contributing to relatedness in children, specifically family recreation, and to look at relatedness between family members (family relatedness), and whether or not family recreation makes a contribution to this construct. Two instruments were used to collect data for this study. The Family Leisure Activity Profile (FLAP) measured family recreation involvement and satisfaction, and the Activity-Feelings States Scales (AFS) measured child and family relatedness. The sample included elementary school children between the ages of 6 years and 12 years (n1=405), and the parents of those children (n2=405). The data showed satisfaction with family recreation activities was a significant predictor of children's relatedness with their peers. The data also showed involvement in balance family recreation activities was a significant predictor of a family's relatedness with one another.

The participation of children and early and late adolescents in resistance training activities, including training for sport, appears to continually be on the rise. The involvement of youth in the sport of weightlifting and the use of weightlifting methods as part of training for sport performance also appears to be growing. The increased acceptance of these activities is evidenced by the number of both lay and scientific articles, specialized magazines and publications devoted to the different types of resistance training. It is also indicated by simple observation of fitness centres and sports training facilities. The use of resistance training appears to be growing in popularity despite poorly supported position statements, anecdotal reports and speculation concerning the potential for injury. Children and adolescents participating in resistance training programs can make noticeable increases in strength and power as well as physiological parameters associated with both health and sport performance. Although the number of children and adolescents (aged 8–18 years) involved in some form of resistance training is increasing and evidenced-based reviews that support these activities have been published, controversy still exists. There are still those who insist that training with free weights, particularly the sport of weightlifting, should not take place until a person is fully developed, even though there is not much objective evidence to support such a position. More recently published scientific data support the notion that properly supervised resistance training programs can improve sport performance, reduce injury potential and enhance healthy facets of children and early and late adolescents.

Physical activity during the school day is becoming more important as the health of our children stays below optimal levels. Yoga has been shown to increase physical activity levels and decrease stress. This study, guided by the Social Cognitive Theory's idea of reciprocal determinism, sought to determine the effects of a Yoga Calm^® certified classroom teacher incorporating yoga poses, breathing and relaxation techniques and games into every school day. Quantitative data were analyzed using a series of paired and independent t-tests, and self-reports revealed students receiving yoga decreased scores in stress and fighting, but increased scores in anger. Qualitative data were coded for themes and revealed the student's behavior improved, in particular an increase in focus and attention, and students were less fidgety. Yoga participation and use of breathing techniques increased at home and school, particularly when nervous, afraid, to prevent fighting, decrease anger, and to calm students down.

Previous research indicates that children with autism spectrum disorders (ASD) participate in lower levels of physical activity in general and community-based recreation activities in particular than their typically-developing peers (Lang et al., 2010; King et al., 2003). Swimming is a particularly valuable activity because of its health, safety, and social benefits (Rogers, Hemmeter & Wolery, 2003). To date, no research has examined the effectiveness of a training approach designed to teach swimming instructors in community-based recreation settings to support children with ASD in swim lessons. Using a quasi-experimental time series design, his study examined the impact of training package that consisted of a workshop and in-pool coaching on the instructional skill acquisition of six swim instructors. Effects of the training on child cooperation and skill acquisition were also examined across eight children with ASD. Results indicated gains for the majority of instructors and children immediately following completion of the training. In addition, social validity ratings by parents, instructor, and aquatics coordinators were uniformly high. The results and limitation of the study was discussed with reference to the behavioral literature on instruction and generalization, with implications for future research. This study provides preliminary support for the effectiveness of a simple instructional package for teaching recreation staff to teach swimming to children with autism in community pools.

The article considers the factors that influence the health of children and adolescents, analyzes the incidence of children and adolescents, and describes the problems of organizing the health of children and adolescents by means of active recreation and tourism

Due to the spread of the new coronavirus infection COVID-19 in the Perm region, the summer health campaign in 2020 began with a delay. In the period from July 4 to August 31, 2020, the employment of children was organized in the format of online shifts, remote events, the organization of small forms of recreation and employment of children, as well as sending children to camps in compliance with all anti-epidemiological measures developed by the Office of Rospotrebnadzor in the Perm region.

There is no profession more pressured by society than teachers who are highly expected to hone the total human person to fit the human resource needs of the future. This herculean task has taken its toll in the higher prevalence of health problems among teachers. This research looked into the profile of teachers, their self-care practices and the interaction between these two variables. Data were gathered using a researcher-designed questionnaire from faculty members of a selected higher education institution. Demographically, more than one-half of the faculty members are female, middle aged, with 13 to 22 units of academic load, only few have administrative designations, with P15,001 to P25,000 monthly income, married, with 1 to 2 children, with normal body mass index, with diagnosed chronic diseases, not taking maintenance medications at the moment, and with first degree relatives who also have diagnosed chronic diseases. Further, the faculty members usually practiced self-care measures on diet, physical activity, rest and recreation, and always practiced self-care measures on habits. Ordinal regression results showed that most of the demographic characteristics of the faculty members are predictors of their self-care practices.